• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    2007
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    686
    Race/Ethnicity (%)
    African American....................... 63.1
    Hawaii/Pac. Islander.......................... -
    White.............................. 12.3
    Multiracial...................... 9.0
    Hispanic......................... 13.1
    American Indian/AK....................... -
    Asian.............................. 2.3
    GENDER (%)
    Male................................ 50 
    Female........................... 50
    Special Services** (%)
    FARMS........................... 33.0
    504.................................. 1.8
    Special Ed..................... 6.5
    LEP................................. 4.4
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - N/A

Seven Oaks Elementary School

Key Challenges to Student Success

  • The students who attend Seven Oaks Elementary School are influenced daily by events, situations, and circumstances that occur at home and in their neighborhood.  While there are numerous factors that contribute to student achievement at Seven Oaks Elementary, the school leadership team has narrowed its focus to the following challenges to student success, with the acknowledgement that this is not an all-inclusive list and that some students may be affected by other opportunities or issues in their young lives. 

    This school's key challenges to student success are also noted in the boxes shown below.
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  • Traditional MSDE and/or school-based student challenges

    • Number of students receiving Special Education services
    • Number of students receiving Discipline Referrals
    • Number of students receiving services under Section 504
    • Number of students on FARMS (Free and Reduced-Priced Meals)
    • Number of students with LEP (Limited English Proficiency)
    • Attendance Rates

    Key Challenge #1: Students receiving special education services are not meeting grade level expectations.

    The spring 2019 Fountas & Pinnell assessment data reflects that only 5 out of 34, or 15%, of students receiving Special Education Services in grades one through five are meeting or exceeding grade level expectations.  As a result, there is a need to increase the number of students receiving Special Education Services who are meeting or exceeding grade level reading expectations in grades one through five. [Indicators 5, 6]

    Key Challenge #2: Black or African American male students are not meeting grade-level expectations according to Quarterly Assessments scores - Reading/Language Arts

    The spring 2019 Fountas & Pinnell assessment data also reflects that only 86 out of 154, or 56%, of African American male students in grades one through five are meeting or exceeding grade level expectations.  As a result, there is also a need to increase the number of African American male students who are meeting or exceeding grade level reading expectations in grades one through five. 

    We will increase the percentage of black or African American male students receiving special education services who read on or above grade level in grades 1-5 from 15% to at least 60%, and increase the percentage of 2nd grade students who read on or above grade level by the end of second grade from 78% to at least 86%. We will provide African American males receiving special education services in grades 1 - 5, who are approaching or reading below grade level, with support (invite male role models to read to students, identify high interest reading books, create guided reading group with boys) to increase their reading level at least a year and a month by the spring of 2020. 

    Teachers will intentionally plan for literacy blocks: shared reading, interactive read aloud, foundational literacy skills, writer’s workshop (Lucy Calkins’ Units of Study), explicit comprehension, and guided reading. This will provide rigorous instruction that aligns to grade level standards and ensures all students are reading on or above grade level in grades K-5. [Indicators 5, 6]

  • Non-Traditional Socio-Economic Challenges

    • Socio-Economic Issues (employment, income levels, housing costs)
    • Student Mobility
    • Students and/or families with Limited English Proficiency

  • HISTORICAL SCHOOL & COMMUNITY CHALLENGES THAT HAVE INFLUENCED THE WRITING OF THIS SCHOOL'S STORY

    • Access (or lack of access) to community academic support programs

  • Seven Oaks